Mount Pleasant Primary School

Race Equality Policy





•·        Introduction                                       



•·        Definitions                                         



•·        Good Practice                                  



•·        Specific Guidance                           



•·        Report Form                         



•·        Contacts and Resources    
















Ratified Nov 2007

Reviewed: July 2010

Due for Review: Nov 2012      


This document aims to support the school in addressing the racial harassment that can affect any school community.  Racial harassment must be addressed because its existence can have damaging effects:


  • § On the life quality of victims and those who know them
  • § On the quality of education within our schools
  • § On future social harmony if such attitudes and behaviour are not challenged and develop on into adulthood.


Racism in and around schools has an affect on pupil progress.  The way in which schools deal with complaints of racial harassment has been shown to be one of the factors in raising the achievement of minority ethnic pupils.


Dealing with racial incidents appropriately is an essential part of school life.  However alone, it is not enough.  Both overt and covert prejudicial and racist views and attitudes must be challenged through a whole school approach.  Children must be supported and educated to challenge discrimination and stereotyping and to understand and value diversity.  This is best done through a positive whole school ethos and through developing a curriculum which values diversity and is pro-active in challenging racism.


The advice contained in this document is based on existing good practice both within Newport and on a national scale.  It has been produced by Gwent Education Multi-ethnic Support Service in collaboration with the School Improvement Service, Human Resources and South East Wales Racial Equality Council (SEWREC).



Legislation supporting this document


The Crime and Disorder Act 1998

The Education Reform Act 1988

The Human Rights Act 2000

The Children's Act 1989

The Race Relations Act 1976

The Race Relations (Amendment) Act 2000

Racism - What is it?


A definition of racism


The Macpherson Report describes racism in general terms as "conduct or words or practices which advantage or disadvantage people because of their colour, culture or ethnic origin."


Schools may want to draw on this definition when explaining and discussing racism with pupils.  It is also a useful starting point for staff to discuss what they understand racism to be and to develop a common understanding within the school community.


It is important to note that this definition is not concerned with attitudes or beliefs but with the effect of actions and words.  Racist actions, especially in very young children, may occur without racist intention or understanding but this does not make the effect of their actions less damaging or acceptable.  Schools will want to deal sensitively with this circumstance, but have a responsibility to children to help them understand and take responsibility for the consequences of their actions.


Racist incidents are not always accompanied by overt expression of racial prejudice or intolerance.  Racist behaviour may also take the forms of ignoring, not allowing someone to join in, not sharing and other more covert exclusionary practices.  The Report emphasised that racism "in its more subtle form .... is as damaging as in its overt form."



What is a racist incident?


For the purpose of recording and investigating, the report defined a racist incident as "any incident which is perceived to be racist by the victim or any other person."


The purpose of this definition is to ensure that all incidents reported as racist are properly investigated and followed through, thus promoting consistency of practice within and between organisations.


The under-reporting of racist incidents by victims is a serious problem in dealing with racism.  In order to gain the trust and confidence of pupils and parents it is important they know that any incident they report will be taken seriously and investigated fairly.  Without this confidence there is the possibility that racism will continue to go unreported and therefore unchallenged.

Racial harassment and abuse, like other forms of bullying, are often only apparent to the person experiencing it.  Victims should be encouraged to report incidents but staff should not wait for victims to take the initiative.  Young people often suffer abuse in silence, perhaps because of the misguided notion that it is their own fault.  Some victims may not want to draw attention to themselves by pursuing the matter because they are scared, so staff need to be vigilant with regards to:


  • § Physical assault against a pupil due to colour and/or ethnicity
  • § Name calling, insults and racist jokes
  • § Racist graffiti
  • § Provocative behaviour such as the wearing of badges or insignia
  • § Introduction of racist materials, e.g. leaflets magazines into school
  • § Verbal abuse and threat
  • § Incitement to others to behave in a racist way
  • § Racist comments unrelated to a subject matter in the course of discussion in lessons
  • § Ridicule of a pupil for religious or cultural differences, e.g. dress, food.
  • § Refusal to co-operate with pupils because of ethnic origin
  • § Attempts to recruit to racist organisations or groups


Institutional Racism


MacPherson defined institutional racism as "the collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin.  It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority ethnic people". It placed "institutional racism" on the national agenda.


The underlying message of the report that "it is incumbent upon every institution to examine their policies to guard against disadvantaging any section of our communities."  This is expressed in the general and specific duties introduced by the Race Relations Amendment Act 2000.

Schools may unintentionally treat pupils differently in respect of race, ethnicity or religion.  This is related to an institution's ethos and organisation, rather than the attitudes, beliefs or intentions of individual members of staff.  We need to examine our policies and everyday practice, both as schools and as individual members of staff to guard against this.



It is a whole school issue!


Responses to racist incidents should be a part of a whole school approach to promoting equal opportunities, eliminating unlawful racial discrimination and promoting good race relations.  All school policies should be examined, modified and monitored.  This whole school approach is relevant to all schools regardless of ethnic intake and should be a part of the school self-evaluation process.  This whole school approach should encompass the following areas:


  • § Policy, Leadership and Management
  • § School Ethos
  • § Curriculum
  • § Learning and Teaching
  • § Assessment, Pupil Achievement and Progress
  • § Personal Development and Pastoral Care
  • § Admission and Attendance
  • § Behaviour, Discipline and Exclusions
  • § Partnership with Parents and the Community
  • § Professional Development
  • § Recruitment


The following documents are useful tools in supporting schools to self-evaluate and monitor racial equality:


  • § Learning for All, Commission for Racial Equality
  • § Equality, Diversity and Achievement Award, Newport City Council





Good Practice for Dealing with Racial Harassment


  1. Ensure the school has a Racial Equality Policy and that it has been presented to all staff and governors.


  1. Plan for the implementation of a whole school approach to promoting equality of opportunity, eliminating unlawful racial discrimination and promoting good race relations.  Racial equality must be explicit within the school improvement plan.


  • § Identify and build resources
  • § Designate a member of the senior management team to co-ordinate implementation and monitoring
  • § Identify clearly the responsibilities for specific aspects of the policy
  • § Provide training to raise awareness among all staff and governors
  • § Provide for an efficient flow of information between all relevant parties.


  1. Construct a Racial Harassment policy or make Racial Harassment explicit in the school's Anti-Bullying policy.


Make provision for:


  • § Preventing racial harassment
  • § Supporting victims
  • § Dealing with perpetrators


  1. Don't assume that a policy/procedure that has been formulated by another school or the LEA will automatically suit your school situation.


Generate maximum support for the policy and procedures


  • § Involve all the staff
  • § Involve governors
  • § Involve parents
  • § Involve pupils


Publicise your policy and procedures


  • § To staff
  • § To governors
  • § To parents
  • § To pupils
  • § To visitors and other professionals


  1. Develop procedures to be followed when incidents are reported:


  • § Identify the sequence of actions and the staff responsible
  • § Specify timescales for action at each stage
  • § Ensure that the incident report forms are available


  • § Provide training to demonstrate the procedures
  • § Allocate responsibility for checking that procedures are followed


  1. Offer meaningful support to victims of harassment:
  • § Make it easy for pupils and parents to report racial harassment
  • § Accept victims' perceptions unless investigation proves otherwise
  • § Respond quickly
  • § Identify the physical and emotional support needed on an individual basis
  • § Involve victims in determining appropriate support
  • § Check that the support being given is acceptable and adequate
  • § Keep the victim informed of all action taken


The following flow diagram is a useful overview of the action that need to be taken in the case of a racial incident. 



Alleged racist incident

Initial response


Take action

Follow up action

Record and report


























  1. Monitor what is happening:


  • § Record the basic details of each report
  • § Record the action decided in each reported case
  • § Be proactive in checking that procedures are being followed by all staff
  • § Keep a central record of all cases reported
  • § Keep a termly overview of incidents. Your link adviser will monitor these during link visits. The LEA have a legal duty to monitor the numbers of racial incidents occurring in schools.
  • § Produce regular reports for all staff, governors and parents showing the extent and nature of incidents and the school's response to them (N.B. such reports should not identify individuals or contravene the Data Protection Act)
  • § Use the records to monitor trends and review procedures accordingly


  1. In dealing with racist incidents schools should link racial incidents procedures and practice with other policies, procedures and supportive personnel such as:


  • § Equal Opportunities
  • § Discipline
  • § Grievance
  • § Child Protection
  • § Harassment/Discrimination/Victimisation and Bullying















Responding to Racial Incidents



Incidents involving pupils


Racial incidents involving pupils should be dealt with sensitively and staff should take into account the age of the children concerned.  However all incidents should be investigated and discussed regardless of the age of the child.  Young children can and do make racist comments and can and do behave in a racist way. Even if they do not always understand the specific words they are using, they know that the words or actions hurt.  It is the school's responsibility to educate against this through an appropriate curriculum and discussing inappropriate behaviour.


  • § Take the incident seriously and address it immediately. (Balance the need to allow a 'cooling off' period with perceptions of condoning or not treating the matter seriously enough).
  • § If necessary, diffuse the situation by separating the parties involved.
  • § Assure the victim of your support.
  • § Interview the perpetrators and the victim separately.
  • § Interview any bystanders.
  • § Inform appropriate class teachers/form tutors and senior management.
  • § Inform and enlist the support of parents in line with other school policies and procedures.
  • § Complete LEA Racial Incident Report Form and forward it to the Headteacher/named person and then GEMSS
  • § Keep a record of incidents in school. Link advisors will ask for data termly and may ask to look at your records.


Appropriate action towards the perpetrator

  • § Explain clearly and calmly why the behaviour was wrong and hurtful or offensive.
  • § Relate the issues to the perpetrator's own age/gender/disability/ethnic group and try to find some parallels.
  • § Seek assurance that the pupil understands why the behaviour was wrong and that it should not be repeated.
  • § Where possible, obtain an apology from the perpetrator to the victim. Inform perpetrator's class teacher (if this is not the member of staff already dealing with the incident).
  • § Complete LEA Racial Incident Form and forward to the Headteacher. Senior management will check the recording and reporting data to see if the pupil has been involved in any earlier incidents.
  • § The perpetrator will be disciplined according to the school's behaviour policy.


Appropriate action toward the victim

  • § Confirm with the victim clearly and calmly why the behaviour was wrong and hurtful or offensive.
  • § Reassure the victim and offer them the opportunity to talk about the incident and how he/she feels. This may be at a later stage as victims of racial abuse are sometimes reluctant to talk about the experience at the time but will talk about it later.
  • § Encourage the victim to report any future incidents.
  • § Inform victim's class teacher/form tutor and senior management.
  • § Explain to the victim how the incident has been dealt with.


Appropriate action towards bystanders

  • § Make sure that anyone listening to or overhearing the incident understands that the word(s) or action(s) of the perpetrator was wrong, hurtful and unacceptable.



Incidents outside school


If an incident occurs on the way to or from school, it should be considered to be a school matter and dealt with accordingly.


In the case of incidents that occur outside school, the headteacher will contact the parents of the victim.  He/she will suggest appropriate support agencies such as the school liaison officer (named), a community police officer (named), social services or SEWREC.  These agencies will offer support and advice to the family.


Schools should monitor the situation to ensure that the incident/s do not impact on school life.


The school should also report the incident to the appropriate authorities who may wish to take further action.



Incidents involving staff


All employees of Newport City Council have a clear role to play in helping to create a climate at work in which bullying and harassment is unacceptable and where the dignity of individuals is respected.


An allegation of racist behaviour/harassment by a member of staff within a school (whether a member of the teaching or support staff) is a very serious issue.  Procedures have been designed for dealing with complaints of racial harassment, whether formal or informal,  and these can be found in the "Dealing with Bullying and Harassment Policy"  and the "Disciplinary Code" for schools.


It must be remembered that a school owes a duty of care to all of its members of staff, and this applies both where a member of staff is the alleged victim OR the alleged perpetrator of racial harassment. 


For all of the incidents outlined below, a racial incident report form should be completed and forwarded to GEMSS.



What to do if both the victim and alleged perpetrator are members of staff


If both the victim and the alleged perpetrator involved in an incident are members of staff, every effort should be made to resolve the problem, informally and at source. Where it is possible, the alleged victim should be encouraged to discuss the issue with the alleged perpetrator.  In circumstances where this is too difficult or embarrassing for an individual to deal with the matter themselves, they may wish to approach a friend or trade union representative, or a more senior member or staff for informal help.


If this approach fails, or is not appropriate, then it may be appropriate for further attempts to be made to resolve the situation informally at school level, in accordance with the "Dealing with bullying and Harassment Policy".  This could include exploring the option of mediation between the two members of staff.  Mediation should always be organised in consultation with the Human Resources section, who are able to provide advice and access to trained mediators. 


However, if an informal approach fails to resolve the issues or is considered inappropriate, the complaint may move to the formal stage.  If the alleged harassment is considered very serious, the complaint may move directly to the formal stage.


Formal complaints by the alleged victim must be made in writing to their immediate line manager; the procedure to be followed is the same as that outlined in the Grievance Procedure.  The complaint will then need to be investigated within the school by someone not connected in any way with the allegations.  Any such investigation should take place as quickly as possible, be handled sensitively, and have due respect for the rights of both the complainant and the alleged perpetrator.  Further guidance on undertaking the investigation can be found in the "Dealing with Bullying and Harassment" Policy.


When, having received the completed investigation report, the Headteacher (or Chair of Governors in the case of a Headteacher) feels the complaint is substantiated, appropriate disciplinary action will be taken against the perpetrator, and the Disciplinary Code for Schools will apply in these circumstances.


Where the Headteacher feels that matters can be resolved (for e.g. through further mediation, OR that there is no case to answer, they will notify the complainant of their decision.  If the complainant is unhappy, they may pursue the matter to the next stage of the grievance Procedure.



What to do if the alleged victim is a pupil and the alleged perpetrator is a member of staff

Allegations made by a pupil against a member of staff should be investigated and where appropriate, attempts should be made to resolve the situation at school level (where the allegations is considered very serious, it would be appropriate to move straight to a formal investigation as outlined above).  Both the pupil and member of staff will need to be offered appropriate support during the investigation.  However if parents/carers/the pupil are unhappy with the outcome of the investigation and its resolutions, they may submit a written complaint to the Headteacher in accordance with the school's Complaints policy.


This formal complaint against a member of staff should be formally investigated as outlined above and may result in disciplinary action being taken against the member of staff.  It is important that the parents and pupil know that the school is taking the complaint seriously and are informed that appropriate management action is being taken against the member of staff.  They should be informed of the disciplinary process but they should not be informed as to the detail of any disciplinary proceedings. The confidentiality of these issues should be emphasised to all parties.


Schools should be aware that it is possible that some extreme instances of racial harassment of a pupil could also be considered a child protection issue.  If this is considered a possibility, the Headteacher should discuss the circumstances of the case with the LEA's named Child Protection Officer (the Head of Inclusion) to decide whether a child protection referral is needed.






What to do if the victim is a member of staff and the alleged perpetrator is a pupil

Again, allegations made by a member of staff against a pupil should be investigated and attempts should be made to resolve the situation at school level.  The member of staff should be asked to complete a "Racial Incident" and/or a "Violence at Work" form.  These should be completed in accordance with the usual procedures.  Both the pupil and member of staff will need to be offered appropriate support during the enquiry.


If it is not possible to resolve the situation at an informal level, a formal investigation should be undertaken and this may result in disciplinary action being taken against the pupil, in accordance with the school's Behaviour Policy.


If the allegation involves the Headteacher

Any complaint of racial harassment by a Headteacher should normally be made to the Chair of the Governing Body.  However, there will be occasions when a complaint is made directly to the Local Education Authority - in these instances the Chair of Governors will be informed of such a complaint immediately.  It is the responsibility of the Chair of governors to take appropriate action to investigate the complaint made as outlined above.


In the first instance, the Chair of governors should contact the Clerk to the Governing Body, who will be able to arrange for appropriate advice to be given to the Chair of Governors, normally by Human Resources staff, on the procedures to be followed.



Support available for Members of staff

Support which schools can offer members of staff in these circumstances would include the following:


  • Ensure the member of staff is clear about the procedures to be followed in relation to the complaint made by them/against them.
  • Give the member of staff a copy of the "Dealing with Bullying and Harassment" policy
  • Advise the member of staff, if they are a member of a trade union, to contact their trade union representative for advice and support
  • Offer the member of staff the option of counselling support via the City Council's Occupational Health service
  • Allow the member/s of staff access to a senior member of staff in the school to whom they can talk to during the investigation, about the process, how they are feeling etc.
  • Advise the member of staff of other organisations (in addition to trade unions) who may be able to offer them support and advice e.g. South East Wales Race Equality Council (SEWREC)







The following information offers guidance in supporting the victims and dealing with the perpetrators of racial incidents. 


Permanent exclusion should only be considered when the perpetrator does not respond to other disciplinary procedures outlined in school documentation.


The school should consider the circumstances and feelings of the victim at all times and offer suitable pastoral care.


The victim and any bystanders should be informed of the procedures and outcomes of any incident (except with regard to staff investigations).


Please remember a racist incident is "any incident which is perceived to be racist by the victim or any other person."

All incidents must be investigated.



Types of incidents a school may come across


  • § Name calling
  • § Insults
  • § Racist jokes
  • § Racist comments
  • § Ridicule for cultural differences
  • § Refusal to co-operate with other pupils due to race, colour, language or ethnicity
  • § Exclusion from peer groups due to race, colour, language or ethnicity
  • § Incitement to behave in a racist way
  • § Verbal abuse/threats
  • § Physical assault
  • § Racist graffiti
  • § Racist comments in the course of discussions in lessons
  • § Provocative behaviour such as wearing badges or insignia
  • § Bringing racist materials such as leaflets, comics or computer software into school
  • § Attempts to recruit to racist organisations



Possible strategies to support the victim


  • § Discussion with victim and assurance of future support. Link with school's anti-bullying and racial equality policies
  • § Counselling
  • § Ensuring the victim knows how the incident has been dealt with
  • § Inform parents of victim
  • § Meeting with parents of victim



Possible strategies to educate the perpetrator


  • § Discussion
  • § Counselling
  • § Inform parents
  • § Meeting with parents
  • § Follow up assembly/curriculum activities
  • § Verbal warning
  • § Verbal warning and school sanction
  • § Detention/school sanction
  • § On report
  • § Withdrawal from lessons
  • § Change of teaching group
  • § Short fixed term exclusion
  • § Permanent exclusion
  • § Other



Follow up actions


  • § Offending articles removed
  • § Follow up work in PSE/assemblies or other areas of the curriculum
  • § Incident logged in school
  • § Racist incident form completed and forwarded to GEMSS
  • § Police/SEWREC informed if appropriate
  • § Governors informed
  • § Link advisor informed
  • § Link with Human Resources for incidents involving staff if appropriate




Lifelong Learning and Leisure

Report of Racial Incident or Harassment


School Name:.................................................................................






Asian or Asian British

Black or Black British

Chinese or Other Ethnic Group





White and Black Caribbean

White and Black African

White and Asian














































Date of incident:  ....................................  Victim's Name: .........................................................



Ethnic Origin Code No. 1 - 32                                           If Other Please specify...............




Verbal Abuse








Racist Behaviour








 Other - Please State




Details of complaint and Action taken:







Details of Perpetrator:





Ethnic Origin Code No. 1 - 32                                                 If other please speci fy: ...............





Signed:.........................................................           Date:........................................




Please forward to:  Charles Ullah, GEMSS, 25-27 Stow Hill, Newport. NP20 1




The submission of racial incidents forms will not single a school out as a school with a racial problem. In fact the opposite would be true.  Those schools who forward racial incident forms will be recognized as schools who are being positive and proactive in their duty to promote racial equality, eliminate unlawful racial discrimination and promote good race relations.



Gwent Education Multi-ethnic Support Service (GEMSS) uses the information provided on the racial incidents forms for monitoring purposes. 


The service monitors;

the number of incidents occurring in schools

the types of incidents occurring in schools

whether incidents are being reported and dealt with effectively


If there are concerns about the contents of a racial incident form or if there is an awareness of incidents occurring but not being reported, GEMSS/link advisers will contact the headteacher or the named person for dealing with racial incidents to discuss the matter. Training and/or advice will be offered where appropriate.





The South East Wales Racial Equality Council (SEWREC) is the organisation responsible for collating and monitoring racial incidents, to ensure they are being reported and dealt with effectively.  Details of incidents will be stored on a database and regular reports submitted to the Newport Forum to Counter Hate Crime and Newport City Council.  This report can be found on the Intranet.


If SEWREC have any concerns for example;

repeat attacks occurring in certain areas

nature or types of incidents

awareness of incidents occurring but not being reported

they would be expected to work with the individual and/or organisation to resolve this issue satisfactorily.







Where to go for support


In-service training is essential to equip both teaching and support staff to deal with racist behaviour.  Governors should also undertake training on anti-racism and equality of opportunity to assist them in their role as managers and employers.


There is an on-going programme of training available both centrally and in schools on different aspects of equality of opportunity.


For details of training for schools and for help with policy and practice development, please contact:

Gwent Education Multi-ethnic Support Service

Newport City Council

25-27 Stow Hill


NP20 1 JH

Tel: 01633 255473


Fro advice relating to Governing Body procedures please contact:

Governor Support Service

Lifelong Learning and Leisure

Civic Centre


NP20 4UR

O1633 233135


For advice on staffing matters and employment policies including "Dealing with Bullying and Harassment" and the "Disciplinary Code for schools" please contact the school's link Human Resources Officer via:

Human Resources, Lifelong Learning and Leisure

Room 234W

Civic Centre


NP20 4UR

Tel: (01633) 232674/232065/232837











Useful Organisations for support when dealing with racial incidents


National Assembly for Wales, Committee on Equality of Opportunity

Cathays Park


CF10 3NQ



Gwent Education Multi-ethnic Support Service

Newport City  Council

25-27 Stow Hill


NP20 1 JH

Tel: 01633 255473





Commission for racial Equality (Wales), Cardiff

CRE Wales Office

Capitol Tower (3rd Floor)

Greyfriars Road



Tel: 029 20729200



South East Wales Racial Equality Council (SEWREC)

124 Commercial Street



Tel: 01633 250006



The Citizen's Advice Bureau

8 Corn Street


01633 265688


Black Voluntary Sector Network Wales

Crichton House

11-12 Mount Stuart Square


CF10 5EE

Tel: 029 20450068



Resources reflecting linguistic and cultural diversity

List of Publishers







Badger Books




01438 356907

Good value ook boxes with a variety of multi-cultural themes

The Willesdent Bookshop

Willseden Green Library Centre

95 High Road

London NW10 4QU

020 8451 7000

A range of high quality multicultural books including big books

Fiction and non-fiction

Peters Bokselling Services

120 Bromsgrove Street


B5 6RJ

0121 666 6646

An excellent range of high quality  multicultural books including big books

Mantra Publishing

5,Alexandra Grove

London, N12 8NU






F-020 8446


High quality dual language resources

Dual language folk stories, books and dictionaries. Includes 'Words for Schools', 'Phrases for Schools' phrase books and interactive CD Roms

Also produces excellent multilingual friezes, posters, and signs.


P O Box 52,


Middlesex HA7 1HA









High quality multicultural children's books

Fiction includes; 'Zia the Orchestra', 'Rainbow House' and 'Dave and the Tooth Fairy'

Non-Fiction includes; The Life of Stephen Lawrence, Black Profile series: Benjamin Zepaniah-Poet, Samantha Tross-Surgeon, Malorie Blackman-author etc 

Learning Design

Learning  Design

Tower Hamlets Education Directorate,

Professional Development Centre,

English Street,

London E3 4TA











Good practical resources developed by academics and practitioners on EAL/Bilingualism and Anti-racism.

Includes the excellent book by Deryn Hall 'Assessing the needs of Bi-Lingual Children'

Language and Literacy (EAL) resources include: Language Works 1&2-Strategies for the Multi-Lingual Classroom and Language Activities for Bi-Lingual Learners

Multi-Lingual tales including dual language Somali and Kurdish folktales

Language Phrasebooks in Somali, Turkish & Vietnamese

Somali Life and Culture include; Somali Children in our Schools, A Journey Through Somalia    

Reading and Language Information Centre (RALIC)

Reading and Language Information Centre,

The University of Reading , Bulmershe


Reading RG6 1HY

T-0118 931



931 0000

Very good multicultural/multilingual reference materials

Includes the invaluable resources 'A Multicultural Guide to Children's Books 0-16+' and 'The Other Languages: guide to multilingual classrooms'

Language and Literacy resources include: Speaking and Listening, Reading and Writing in Multilingual Classrooms


Trentham Books

Trentham Books Ltd

Westview House

734 London Road


Stoke -on -Trent

Staffordshire ST4 5NP





Excellent selection of books by leading writers in the areas of Equality Education, Antiracism, Bilingual Education and Refugees

Includes the popular publications 'Still No Problem Here'- Chris Gain, 'Refugee Children in the Classroom'- Jill Rutter, 'Inclusive Schools, Inclusive Society - race and identity on the agenda' Richardson and Wood and the new 'Bilingual Shakespeare - a practical approach for teachers' - Alex Fellows

Also publishes the termly journal 'MCT- Multicultural Teaching'

Multilingual Matters



Multilingual Matters

Frankfurt Lodge,

Clevedon Hall,


BS21 7HH




www.multilingual-matters .com






Good reference books and journals on Bilingualism, Bilingual Education, Second language learning and TESOL.










Oxfam Publishing

274 Banbury Road,

Oxford OX2 7DZ










High quality books, teaching packs and other resource materials for schools in the Humanities area. Focus areas include; Trade, Environment,

Conflict and Humanitarian issues.  Also produce a series of Country Profiles.







Mirage Children's Theatre

Park Walk Primary

Park Walk

London SW10 0AY









Dual-language story tapes.  Traditional fairy tales in mother tongue and English from Albanian to Urdu

The Festival Shop



The Festival Shop

56 Poplar Road,

Kings Heath,

Birmingham B14 7AG











Good quality multifaith, multicultural and citizenship resources.  Includes festival calendars, multicultural/multi-faith books, posters, banners, musical instruments, arts and crafts and multi-ethnic dolls and games. Excellent selection of posters including the Worlds of Wisdom/Words of Wisdom series. Also well-produced resources for multicultural maths and literacy.

Hood, Hood Books



Hood, Hood Books

46 Clabon Mews,

London SW1X 0EH









Very well produced books with an islamic focus. Includes stories from rich and diverse cultures and traditions of the Islamic and Eastern civilisations 


(Commission for Racial Equality)




Elliot House,

10-12 Allington Street,

London SW1E 5EH









Good for recent publications, reports and guidance on race equality in schools. Includes free and priced publications in the areas of race relations, racial discrimination, equal opportunities, and ethnic and cultural diversity.

Website includes an exc

Mount Pleasant Primary School
Ruskin Ave
Rogerstone Newport
NP10 0AB